Part 1 of this report compared the mathematics and science performance of nine-year old pupils in England with that of their counterparts in other countries. The main finding was that pupils in England performed relatively well in science but relatively badly in mathematics.
Part 2 of the report extends the findings of the first part of the report by comparing the responses of pupils and their teachers to the TIMSS questionnaires. Issues covered include:
- Time allocated to mathematics and science lessons
- Class size
- Classroom organisation (whole class, group and individual teaching)
- Use of calculators and computers
- Teachers' and pupils' attitudes
- Teachers' school-related activities out of school hours
- Pupils' out of school activities.
This report is based on a national survey of more than 6,000 nine-year-olds in 134 schools, which was part of a world-wide sample of nearly 175,000 pupils in approximately 4,000 schools in 26 countries. It is essential reading for all those concerned with the teaching of mathematics and science in primary schools: teachers, governors, LEA advisory teams, policy makers and researchers.
How to cite this publication:
Keys, W., Harris, S. and Fernandes, C. (1997). Third international mathematics and science study: second national report part 2. Slough: NFER.